Design and Development of Educational Technology Massachusetts Institute of Technology

The educational system did not change and the schools continued with a traditional and conservative education…

was…  Boring  Intimidating  Frustrating  Violent  and hated by children

And children did spell, read, copy, write, repeat and specially memorize everything!  Books  Notebooks  Desks  Pencils  Blackboard  Classrooms  Teachers

 had not computers or calculators.  had a difficult learning process for children.  Because the violence was involved in education.  Of course, the primary audience was everybody who was in the formal education.  But they had the same teacher who decided what they should say and think all time.  The goal was to memorize the content and never express themselves.  That is why the education was associated with negative feelings and emotions.  And after ending the year, students had hard to remember what they learned because it was an educational culture of fear.  The effects were negative because the schools were centers of physical and psychological torture.  And children hated to go to the school.

 The way to teach…  Scientists were interested in how people could learn faster and better…  Then the world was deeply listening our needs.  And so our journey began back to the human nature.

AND BEFORE HIM, THERE WERE ALREADY SOME THEORIES LIKE…

And his name was Seymour Papert with his…

 As you saw, the classrooms are very different.  The teacher is called facilitator.  The students are active members of knowledge.  The students can opine anytime they want.  The material is used in different ways.  Everybody can construct new knowledge with objects or programs.  And the environment is very relaxing and healthy.

 Collaborating with Jean Piaget at University of Geneva in Switzerland for many years.  Exploring the new technology of computers.  Creating the LOGO FOUNDATION.  Serving on the advisory boards for MaMaMedia Inc. and LEGO Mindstorms  Being a cofounder with Marvin Minsky of the Artificial Intelligence Lab at MIT.  And a founding faculty member of the MIT Media Lab, where he continues to work…

 Scratch Scratch  StarLogo Nova StarLogo Nova  iCivics iCivics  Quest Atlantis Quest Atlantis  WhyVille WhyVille  Foldit Foldit  NOVA Labs NOVA Labs  Khan Academy Khan Academy

And played “Do I have a right? Take a look to the rules…

 Create an account.  Choose the type of game.  Play in a law firm for “Do I have a right?  The player is the person who first talks with clients and hear about the case, telling them if they have the right or not.  The player leads the client to an expert lawyer according to the case.  A window opens and the player matches the case with a law.  If the case is won, the firm will be on the news of a local journal.  The law firm obtains points for the prestige and  It is possible to hire another lawyer, to buy furniture or adds.  The game is slowly at the beginning, but it becomes faster and many clients go in and out if they wait too long, you will lose clients.

 The clear goal is to learn about the constitution from different perspectives for common citizens.  Its audience is people from 18 years old, but children can also play before becoming adults.  People engage easily because it is not complicated.  The purpose of the games are clear from the beginning and that decreases the level of confusion.  Expectations of the game maintain a high motivation.  The learning experiences is enjoyable and funny.  The only problem was to understand how to do that the expert and the client talked and then many clients can be lost when they become upset for waiting  The education has positive impact.

SIMILARITIES: Both earlier and current technologies…  have specific topics to focus on.  emphasize the process of memorization of the content by repetitions  need an effort and interest.  use similar mental schemas. DIFFERENCES : CurrentEarlier Less stress Easier Motivating Enjoyable Optimized in time Practical knowledge Included emotions Funnier Stimulate new ideas Positive emotions Liberating Independent More sense of phenomenon More stress Harder No motivating Violent Long periods of time General knowledge Without emotions Boring Tortuous education Negative emotions Oppressive Dependent Ambiguity of the reality

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